The Care Certificate Framework - Skills for · PDF filerequired to meet the outcomes of the Care Certificate Framework and ensuring that there is a record of the assessment decisions

The Care Certificate Framework (Assessor) ©Copyright Health Education England, Skills for Care and Skills for Health 1

The Care Certificate Framework

Assessor Document


Overall goal of the Care Certificate The introduction of the Care Certificate will provide clear evidence to employers, patients and people who receive care and support that the health or social care support worker in front of them has been assessed against a specific set of standards and has demonstrated they have the skills, knowledge and behaviours to ensure that they provide compassionate and high quality care and support. These standards cover the areas that are common to both these workforces and meet the legal requirement for providers of regulated activities to ensure that their staff are suitably trained. The term ‘trained’ is used here as this was the term used by Camilla Cavendish. The approach used to deliver the learning required to meet the outcomes of the Care Certificate Framework and ensuring that there is a record of the assessment decisions that is auditable would be determined by the individual employer. The Care Certificate Standards The Care certificate standards are:

1. Understand Your Role 2. Your Personal Development

3. Duty of Care

4. Equality and Diversity

5. Work in a Person Centred Way

6. Communication

7. Privacy and Dignity

8. Fluids and Nutrition

9. Awareness of Mental Health, Dementia

and Learning Disability

10. Safeguarding Adults

11. Safeguarding Children

12. Basic Life Support

13. Health and Safety

14. Handling Information

15. Infection Prevention and Control

The Care Certificate in context Each HCSW/ASCW starting in a new role within the scope of this certificate is already expected to have learning and development/ training/ education and assessment as part of their induction. This will usually take place over the first 12 weeks of employment. The Care Certificate is a key component of the overall induction which an employer must provide, legally and in order to meet the essential standards set out by the Care Quality Commission. The Care Certificate is the start of the career journey for these staff groups and is only one element of the training and education that will make them ready to practice within their specific workplace. The Care Certificate does not replace employer induction specific to the workplace in which practice will take place, nor will it focus on the specific skills and knowledge needed for a specific setting. Assessment The Assessor is the person responsible for making the decision on whether the Healthcare Support Worker or Adult Social Care Worker (HCSW/ASCW) has met the Standard set out in the Care Certificate.

In order to be an Assessor the person must themselves be competent in the standard they are assessing. For almost all assessors this will be by virtue of holding a qualification related to the role. However, this doesn’t mean that in every case the same person is competent to assess every standard. For example it may be necessary to use a different assessor to assess Standard 12 – Basic Life Support to any of the other Standards.


Some examples are in the table below:

Health Professional e.g. Nurse, Occupational Therapist, Physiotherapist, Dietician Social Worker NVQ or QCF Diploma in Health and Social Care at Level 2 , 3 or 5 NVQ in Health or QCF Diploma in Clinical Healthcare Support or QCF Diploma in Allied Health Professional Support or QCF Diploma in Maternity and Paediatric Support Registered Manager Award

NB - The above are only examples and in no way reflect the breadth of qualifications used to confirm occupational competence in health or adult social care.

Assessment can be part of the people management role or part of the responsibility they may have for assurance that staff are competent in their job role.

There is no requirement for assessors of the Care Certificate to hold any assessor qualification; the employer must be confident that the person with this responsibility is competent to assess. .We would suggest that where the assessor doesn’t hold a relevant qualification that they should be familiar with and work to the standard set out in the National Occupational Standard LSILADD09 Assess learner achievement (see Appendix 1)

Assessment

The assessment of the Care Certificate should be as rigorous as the assessment of any formal qualification. The learner can’t be ‘part skilled’ or ‘have some knowledge’ and meet the Standards.

Evidence must be:

• Valid – relevant to the standards for which competence is claimed

• Authentic – produced by the learner

• Current – sufficiently recent for assessors to be confident that the learner still has that same level of skills or knowledge

• Reliable - genuinely representative of the learner’s knowledge and skills

• Sufficient – meets in full all the requirements of the standards

One of the most frequently raised questions in regard to work place learning is ‘How much evidence is enough (sufficient) to meet the Standard?’ The evidence is sufficient when the assessor is confident that the learner has met the Standard. This decision is a judgement of the individual assessor.

Whilst it’s not a requirement some employers may choose to introduce a system of standardisation where different assessors come together to review the evidence they have used to make a judgement and compare the quality, how much evidence was used, the type of evidence used and come to a common understanding of the what is sufficient. With national qualifications a further layer of standardisation is also in place where the External Quality Assurance will look at this across multiple providers. Again employers may choose to group together to hold standardisation meetings across a geographic area.


Assessment of Performance

Evidence of performance prefixed with words such as ‘demonstrate,’ ‘take steps to,’ ‘use’ or ‘show’ must be undertaken in the workplace during the learners real work activity and observed by the assessor unless the use of simulation is expressly allowed. Learners can practice and develop their new skills in a classroom/ skills lab or similar setting but where possible the assessment evidence must be collected during real work activity. Simulated evidence can only be used where the evidence could not reasonably be assessed in a real work situation or is unlikely to occur during the induction period for example basic life support. It is not permissible to use Skype or other forms of video evidence when assessing performance.

All performance required to meet the Standards must be assessed and no evidence of prior experience is allowed. The exception to this is Basic Life Support. Depending on the role and the Level of Basic Life Support training the individual is required to have it may be appropriate to recognise prior learning where this can be clearly evidenced and is within the recommended refresher period. As the Assessor you may also want to seek the views of work colleagues, patients or service users when making the judgment on the person’s performance but the final decision still lies with you on whether the person has met the outcome required.

Example:

7.2b Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care. This could include:

Making sure doors, screens or curtains are in the correct position

Getting permission before entering someone’s personal space

knocking before entering the room Ensuring any clothing, hospital gowns

etc. are positioned correctly The individual is positioned

appropriately e.g. the individual is not exposing any part of their body they would not want others to be able to see

The above requires the learner to demonstrate that they can meet the requirement – it gives examples of how they may be able to demonstrate this but it’s not a requirement that they demonstrate each of the examples nor that they demonstrate they are able to do this on any specified number of occasions before they have met the standard.

The assessor will need to consider a range of factors and may feel that the learner has met the standard after observing them across one span of duty or they may feel they need to carry out further observations to be confident that a judgement can be made.


Assessment of Knowledge and Understanding

Assessment of knowledge and understanding is prefixed with verbs such as ‘describe,’ ‘explain,’ ‘define,’ ‘list,’ or ‘identify’ and can be undertaken using written or verbal evidence such as the workbook, written questions, case studies or sound files. Again it would not be appropriate to specify in the Standards the volume of evidence needed.

There is no ‘best way’ to assess. Each assessment should be appropriate to the employment setting (eg domiciliary care, residential, hospital or community healthcare setting), the learner and the outcomes to be assessed. There is no requirement for any end testing.

Likewise there is no maximum number of ‘attempts’. Each employer must determine what is appropriate and what action to take if someone is not able to meet the standards having been given the appropriate level of support to do so.

Assessment evidence can include but is not restricted to:

• Observation records • Oral or written answers to questions • Small project such as a poster

presentation • Multiple choice questions • Record of simulated activity

Certificates of Attendance, attendance on study days or e-learning without assessment of what has been learnt is not evidence toward achievement of the Care Certificate.

Holistic Assessment

Whilst each of the Standards in the Care Certificate is independent they are also in many instances inter-related. For example communication is an independent standard but communication skills will be used when the worker is interacting with patients and service users across almost all the other Care Certificate Standards. Similarly a Duty of Care will underpin everything the worker does. This means that whilst it is possible to assess each Standard separately it is much more efficient to use the same evidence to meet different Standards as far as possible. This is called holistic assessment and can be used where learning or performance objectives are inter-related.

You should take every opportunity to assess holistically and proportionally. Evidence

Example:

2.1a List sources of support for their own learning and development

It has been suggested that the above should say ‘how many’ e.g. List 10 sources of support….. The work context will impact on the answer and the ‘numbers’ will vary from employer to employer – for example in a large NHS Hospital the sources of support could greatly exceed those available to someone working for a Domiciliary Care Agency. Another consideration is what makes 10 sources a sufficient answer when 9 wouldn’t be?

5.1b Describe why it is important

Likewise: to work in a way that promotes person centred values when providing support to individuals

This outcome doesn’t say that the description should be in any particular medium e.g. Write 500 words or verbally describe for 10 minutes, give a 5 minute presentation to a group describing….

Again the type and ‘volume’ should be down to the employer and/ or assessor to determine what is appropriate. A 5 minute poster presentation can be just as effective at meeting this outcome as asking for a 500 word essay.


generated during the course of an assessment maybe used to evidence achievement of more than one standard in the Care Certificate. Where appropriate the same evidence may also be used towards achievement of QCF qualifications and Apprenticeships. Mapping against the NOS, NMTS/CIS and QCF units is contained in a separate document.

Recording Assessment Decisions

Documentation of assessment and evidence of practice is the responsibility of the HCSW/ASCW and their employer; the evidence may recorded in a workbook, portfolio or on line. This document will be used in gathering evidence for the Care Certificate and in terms of portability can be used as evidence when changing roles or moving between employers.

It will also be a place where workers can document their continuing training, education. This methodology brings these roles in line with professional roles in both health and social care.

The recording method should also be used to gather assessment information from peers and supervisor. It should include feedback from the patient/people who receive care and support as part of an ongoing appraisal and development process.

National Care Certificate Workbook

There will be a national Care Certificate Workbook available from Skills for Health and Skills for Care in time for the launch of the Care Certificate in March 2015


Standard 1: Understand Your Role Standard 1: Understand Your Role The HCSW/ ASCW will:

To meet this standard the HCSW/ ASCW will:

Assessment

1.1 Understand their own role

1.1a Describe their main duties and responsibilities

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided through: 1:1 discussion as part of a group exercise written e.g. in a workbook/ portfolio

1.1b List the standards and codes of conduct and practice that relate to their role


1.1c Demonstrate that they are working in accordance with the agreed ways of working with their employer

The assessment must be observed in the workplace as part of the HCSW/ ASCW normal work duties. You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio.

1.1d Explain how their previous experiences, attitudes and beliefs may affect the way they work


1.2 Work in ways that have been agreed with their employer

1.2a Describe their employment rights and responsibilities


1.2b List the aims, objectives and values of the service in which they work

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided through: 1:1 discussion as part of a group exercise


written e.g. in a workbook/ portfolio

1.2c Explain why it is important to work in ways that are agreed with their employer



The HCSW/ ASCW will:


Assessment

1.2d Demonstrate how to access full and up-to-date details of agreed ways of working that are relevant to their role


1.2e Explain how and when to escalate any concerns they might have (whistleblowing)


1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person


1.3 Understand working relationships in health and social care

1.3a Describe their responsibilities to the individuals they support


1.3b Explain how a working relationship is different from a personal relationship.


1.3c Describe different working relationships in health and social care settings


1.4 Work in partnership

1.4a Explain why it is important to work in partnership with others.

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided


with others

through: 1:1 discussion as part of a group exercise written e.g. in a workbook/ portfolio

1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual




Assessment

1.4c Demonstrate ways of working that can help improve partnership working.


1.4d Demonstrate how and when to access support and advice about: partnership working resolving conflicts

The assessment should be observed in the workplace as part of the HCSW/ ASCW normal work duties. However the opportunity for the HCSW/ ASCW to demonstrate this during their induction period may not arise. Therefore the use of simulation/ role play using scenarios is permitted. You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio.

Standard 1: Understand your role Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.

Evidence to meet this Standard can be provided through:

1:1 discussion as part of a group exercise written e.g. in a workbook/ portfolio


Where e-learning appropriate to this Standard has been used it must have associated assessment. The outcome of this assessment can be used as evidence toward the achievement of the Standard. 1.4c requires the HCSW/ ASCW to provide performance evidence however the opportunity to do this may not arise during the period of induction. Other evidence to show that the HCSW/ ASCW would be able to do this if real work evidence is not available is permissible.


Standard 2: Your personal development Standard 2: Your personal development The HCSW/ ASCW will:


Assessment

2.1 Agree a personal development plan

2.1a List sources of support for their own learning and development


2.1b Describe the process for agreeing a personal development plan and who should be involved


2.1 c Explain why feedback from others is important in helping to develop and improve the way they work


2.1d Contribute to drawing up their own personal development plan


2.1e Agree a personal development plan


2.2a Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role



2.2 Develop their knowledge, skills and understanding

2.2b Explain how to check their current level of literacy, numeracy and communication skills





Assessment

2.2c Describe how a learning activity has improved their own knowledge, skills and understanding


2.2d Describe how reflecting on

a situation has improved their own knowledge, skills and understanding


2.2e Describe how feedback from others has developed their own knowledge, skills and understanding


2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards


2.2g List the learning opportunities available to them and how they can use them to improve the way they work


2.2h Demonstrate how to record progress in relation to their personal development


2.2i Explain why continuing professional development is important

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided through:




Standard 2: Your personal development Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.



Where e-learning appropriate to this Standard has been used it must have associated assessment. The outcome of this assessment can be used as evidence toward the achievement of the Standard.


Standard 3: Duty of Care Standard 3: Duty of Care The HCSW/ ASCW will:


Assessment

3.1 Understand how duty of care contributes to safe practice

3.1a Define ‘duty of care’ The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided through: 1:1 discussion as part of a group exercise written e.g. in a workbook/ portfolio

3.1b Describe how the duty of care affects their own work role


3.2 Understand support available for addressing dilemmas that may arise about duty of care

3.2a Describe dilemmas that may arise between the duty of care and an individual’s rights


3.2b Explain what they must and must not do within their role in managing conflicts and dilemmas


3.2c Explain where to get additional support and advice about how to resolve such dilemmas


3.3 Deal with Comments and

3.3a Demonstrate how to respond to comments and complaints in line with legislation and agreed ways of working

The assessment should be observed in the workplace as part of the HCSW/ ASCW normal work duties. However the opportunity for the HCSW/ ASCW to demonstrate this during their


complaints induction period may not arise. Therefore the use of simulation/ role play using scenarios is permitted. You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio.




Assessment

3.3b Describe who to ask for advice and support in handling comments and complaints


3.3c Explain the importance of learning from comments and complaints to improve the quality of service


3.4 Deal with Incidents, errors and near misses

3.4a Describe how to recognise adverse events, incidents, errors and near misses


3.4b Explain what they must and must not do in relation to adverse events, incidents, errors and near misses


3.4c List the legislation and agreed ways of working in relation to reporting any adverse events, incidents, errors and near misses


3.5 Deal with confrontation and difficult situations

3.5a List the factors and difficult situations that may cause confrontation


3.5b Describe how communication can be used to

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.


solve problems and reduce the likelihood or impact of confrontation

Evidence to meet this criteria can be provided through: 1:1 discussion as part of a group exercise written e.g. in a workbook/ portfolio




Assessment

3.5c Describe how to assess and reduce risks in confrontational situations


3.5d Demonstrate how and when to access support and advice about resolving conflicts


3.5e Explain the agreed ways of working for reporting any confrontations


Standard 3: Duty of Care Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





3.5d requires the HCSW/ ASCW to provide performance evidence however the opportunity to do this may not arise during the period of induction. Other evidence to show that the HCSW/ ASCW would be able to do this such as role play or simulation is permissible.


Standard 4: Equality and Diversity Standard 4: Equality and Diversity The HCSW/ ASCW will:


Assessment

4.1 Understand the importance of equality and inclusion

4.1a Explain what is meant by: diversity equality inclusion discrimination


4.1b Describe ways in which discrimination may deliberately or inadvertently occur in the work setting


4.1c Explain how practices that support equality and inclusion reduce the likelihood of discrimination


4.2 Work in an inclusive way

4.2a List which legislation and codes of practice relating to equality, diversity and discrimination apply to their own role


4.2b Demonstrate interaction with individuals that respects their beliefs, culture, values and preferences


4.2c Describe how to challenge discrimination in a way that encourages change







Assessment

4.3 Access information, advice and support about diversity, equality and inclusion

4.3a List a range of sources of information, advice and support about diversity, equality and inclusion


4.3b Describe how and when to access information, advice and support about diversity, equality and inclusion


4.3c Explain who to ask for advice and support about equality and inclusion


Standard 4: Equality and Diversity Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Standard 5: Work in a person centred way Standard 5: Work in a person centred way The HCSW/ ASCW will:


Assessment

5.1 Understand person centred values

5.1a Describe how to put person-centred values into practice in their day-to-day work


5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals


5.1c List ways to promote dignity in their day-to-day work


5.2 Understand working in a person centred way

5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual


5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan


5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided through: 1:1 discussion


as part of a group exercise written e.g. in a workbook/ portfolio




Assessment

5.3 Demonstrate awareness of the individuals immediate environment and make changes to address factors that may be causing discomfort or distress

5.3a Take appropriate steps to remove or minimise the environmental factors causing the discomfort or distress. This could include: Lighting Noise Temperature Unpleasant odours


5.3b Report any concerns they have to the relevant person. This could include: Senior member of staff Carer Family member

The assessment should be observed in the workplace as part of the HCSW/ ASCW normal work duties. However the opportunity for the HCSW/ ASCW to demonstrate this during their induction period may not arise. Therefore the use of simulation/ role play using scenarios is permitted.

5.4 Make others aware of any actions they may be undertaking that are causing discomfort or distress to individuals

5.4a Raise any concerns directly with the individual concerned

You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio.

5.4b Raise any concern with their supervisor/ manager

The assessment should be observed in the workplace as part of the HCSW/ ASCW normal work duties. However the opportunity for the HCSW/ ASCW to demonstrate this during their induction period may not arise. Therefore the use of simulation/ role play using scenarios is permitted.

5.4c Raise any concerns via other channels or systems e.g. at team meetings


5.5 Support individuals to minimise pain or discomfort

5.5a Check where individuals have restricted movement or mobility that they are comfortable.

The assessment must be observed in the workplace as part of the HCSW/ ASCW normal work duties. You will record your assessment decision on the documentation used in your workplace e.g. in a


workbook/ portfolio. 5.5b Recognise the signs that an individual is in pain or discomfort. This could include: Verbal reporting from the

individual Non-verbal

communication Changes in behaviour




Assessment

5.5c Take appropriate action where there is pain or discomfort. This could include: Re-positioning Reporting to a more

senior member of staff Giving prescribed pain

relief medication Ensure equipment or

medical devices are working properly or in the correct position e.g. wheelchairs, prosthetics, catheter tubes


5.5d Remove or minimise any environmental factors causing pain or discomfort. These could include: Wet or soiled clothing or

bed linen Poorly positioned lighting Noise


5.6 Support the individual to maintain their identity and self-esteem

5.6a Explain how individual identity and self-esteem are linked to emotional and spiritual wellbeing


5.6b Demonstrate that their own attitudes and behaviours promote emotional and spiritual wellbeing



5.6c Support and encourage individuals own sense of identity and self-esteem


5.6d Report any concerns about the individual’s emotional and spiritual wellbeing to the appropriate person. This could include: Senior member of staff Carer Family member





Assessment

5.7 Support the individual using person centred values

5.7a Demonstrate that their actions promote person centred values including: individuality independence privacy partnership choice dignity respect rights


Standard 5: Work in a person centred way Notes on assessment:

The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Standard 6: Communication Standard 6: Communication The HCSW/ ASCW will:


Assessment

6.1 Understand the importance of effective communication at work

6.1a Describe the different ways that people communicate


6.1b Describe how communication affects relationships at work


6.1c Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them


6.2 Understand how to meet the communication and language needs, wishes and preferences of individuals

6.2a Describe how to establish an individual’s communication and language needs, wishes and preferences


6.2b List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences


6.3 Understand how to

6.3a List barriers to effective communication



promote effective communication


6.3b Describe ways to reduce barriers to effective communication





Assessment

6.3c Describe how to check whether they (the HCSW/ ASCW) have been understood


6.3d Describe where to find information and support or services, to help them communicate more effectively


6.4 Understand the principles and practices relating to confidentiality

6.4a Describe what confidentiality means in relation to their role


6.4b List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication


6.4c Describe situations where information, normally considered to be confidential, might need to be passed on


6.4d Describe who to ask for advice and support about confidentiality





Assessment

6.5 Use appropriate verbal and non-verbal communication

6.5a Demonstrate the use appropriate verbal and non-verbal communication: Verbal: Tone Volume

Non-verbal: Position/ proximity Eye contact Body language Touch Signs Symbols and pictures Writing Objects of reference Human and technical aids

Communication may take place: face to face by telephone or text by email, internet or social

networks by written reports or

letters


6.6 Support the use of appropriate communication aids/ technologies

6.6a Check that communication aids/ technologies are: Clean Work properly In good repair


6.6b Report any concerns about the communication aid/ technology to the appropriate person. This could include: Senior member of staff Carer Family member



Standard 6: Communication Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this Standard can be provided through:




Standard 7: Privacy and Dignity Standard 7: Privacy and dignity The HCSW/ ASCW will:


Assessment

7.1 Understand the principles that underpin privacy and dignity in care

7.1a Describe what is meant by privacy and dignity


7.1b List situations where an individual’s privacy and dignity could be compromised


7.1c Describe how to maintain privacy and dignity in the work setting


7.2 Maintain the privacy and dignity of the individual(s) in your care

7.2a Demonstrate that their actions maintain the privacy of the individual. This could include: Using appropriate volume to

discuss the care and support of an individual

Discussing the individuals care and support in a place where others cannot overhear


7.2b Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care. This could include: Making sure doors,

screens or curtains are in



the correct position Getting permission before

entering someone’s personal space

Knocking before entering the room

Ensuring any clothing hospital gowns etc. are positioned correctly

The individual is positioned appropriately e.g. the individual is not exposing any part of their body they would not want others to be able to see

7.2c Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so. This could include: Health condition Sexual orientation Personal history Social circumstances


7.2d Report any concerns they have to the relevant person. This could include: Senior member of staff Carer Family member


7.3 Support an individual’s right to make choices

7.3a Describe ways of helping individuals to make informed choices


7.3b Explain how risk assessment processes can be used to support the right of individuals to make

The assessment can be undertaken on a 1:1 with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided


their own decisions through: • 1:1 discussion • as part of a group exercise • written e.g. in a workbook/ portfolio

7.3c Explain why personal views must not influence an individual’s own choices or decisions





Assessment

7.3d Describe why there may be times when they need to support an individual to question or challenge decisions made about them by others


7.4 Support individuals in making choices about their care

7.4a Demonstrate how to support individuals to make informed choices


7.4b Check risk assessment processes are used to support the right of individuals to make their own decisions


7.4c Reflect on how their own personal views could influence an individual’s own choices or decisions

The assessment should be undertaken as a reflection exercise. Evidence will be provided through completion of the reflection template, in line with the guidance provided with the template. You will record your assessment decision on the documentation used in your workplace e.g. a workbook/portfolio.

7.4d Report any concerns they have to the relevant person. This could include: Senior member of staff Carer Family member


7.5 Understand how to

7.5a Describe the importance of how valuing people contributes to active participation



support active participation


7.5b Explain how to enable individuals to make informed choices about their lives





Assessment

7.5c List other ways they can support active participation


7.5d Describe the importance of

enabling individuals to develop skills in self-care and to maintain their own network of friends within their community


7.6 Support the individual in active participation in their own care

7.6a Demonstrate that they can support the active participation of individuals in their care


7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care

The assessment should be undertaken as a reflection exercise. Evidence will be provided through completion of the reflection template, in line with the guidance provided with the template. You will record your assessment decision on the documentation used in your workplace e.g. a workbook/portfolio.

7.6c Report any concerns to the relevant person. This could include: Senior member of staff Carer Family member



Standard 7: Privacy and Dignity Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Standard 8: Fluids and nutrition Standard 8: Fluids and nutrition The HCSW/ ASCW will:


Assessment

8.1 Understand the principles of hydration, nutrition and food safety

8.1a Describe the importance of food safety, including hygiene, in the preparation and handling of food


8.1b Explain the importance of good nutrition and hydration in maintaining health and wellbeing


8.1c List signs and symptoms of poor nutrition and hydration


8.1d Explain how to promote adequate nutrition and hydration


8.2 Support individuals to have access to fluids in accordance with their plan of care

8.2a Check that drinks are within reach of those that have restrictions on their movement/ mobility

The assessment must be observed in the workplace as part of the HCSW/ ASCW normal work duties. You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio .

8.2b Check that drinks are refreshed on a regular basis

The assessment must be observed in the workplace as part of the HCSW/ ASCW normal work duties.


You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio.

8.2c Check that individuals are offered drinks in accordance with their plan of care





Assessment

8.2d Support and encourage individuals to drink in accordance with their plan of care


8.2e Know how to report any concerns to the relevant person. This could include: Senior member of staff Carer Family member


8.3 Support individuals to have access to food and nutrition in accordance with their plan of care

8.3a Check that any nutritional products are within reach of those that have restrictions on their movement/ mobility


8.3b Check food is provided at the appropriate temperature and in accordance with the plan of care i.e. the individual is able to eat it


8.3c Check that appropriate utensils are available to enable the individual to meet their nutritional needs as independently as possible


8.3d Support and encourage individuals to eat in accordance

The assessment must be observed in the workplace as part of the HCSW/ ASCW normal


with their plan of care work duties. You will record your assessment decision on the documentation used in your workplace e.g. in a workbook/ portfolio.

8.3e Know how to report any concerns to the relevant person. This could include: Senior member of staff Carer Family member


Standard 8: Fluids and nutrition Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.



Where e-learning appropriate to this Standard has been used it must have associated assessment. The outcome of this assessment can be used as evidence toward the achievement of the Standard. This Standard requires the HCSW/ ASCW to provide performance evidence. Whilst supporting individuals with meeting their fluid and nutritional needs may not seem to be part of every HCSW or ASCW role it is important to ensure that wherever you are working that people have appropriate access to fluids and nutrition. Examples of this may be:

An Outpatient Department making sure that people are offered a drink if they have been waiting for a long time or it’s a hot day especially if they have restrictions on their movement/ mobility.

Ensuring disposable cups are available where there are water coolers/ fountains. It may be the duty of another worker to do this but if they notice there are no disposable cups they should take action to ensure these are replaced.


An OT Assistant may undertake an assessment of the person’s daily living skills in order to maintain or increase the independence of the individual with eating.

In the normal course of work they may visit someone on a ward or in a residential care setting and notice the individual is having difficulty with eating. You must report any concerns you have.


Standard 9: Awareness of mental health, dementia and learning disability The HCSW/ ASCW will:


Assessment

9.1 Understand the needs and experiences of people with mental health conditions, dementia or learning disabilities.

9.1a. List how someone may feel if they have:

1. Mental health conditions such as:

a. Psychosis b. Depression c. Anxiety

2. Dementia 3. Learning Disabilities

The issues may be physical, social or psychological and will affect the individual in different ways.


9.1b. Explain how these conditions may influence a person’s needs in relation to the care that they may require.


9.1c. Explain why it is important to understand that the causes and support needs are different for people with mental health conditions, dementia and learning disabilities.


9.2 Understand the importance of promoting positive health and well-being for an individual who may have a mental health condition, dementia or learning

9.2a. Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support they receive


9.2b. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care.



disability.




Assessment

9.3 Understand the adjustments which may be necessary in care delivery relating to an individual who may have a mental health condition, dementia or learning disability.

9.3a. Describe what adjustments might need to be made to the way care is provided if someone has

1. A mental health condition such as:

a. Psychosis b. Depression c. Anxiety

2. Dementia 3. Learning Disabilities


9.3b. Describe how to report concerns associated with any unmet needs which may arise from mental health conditions, dementia or learning disability through agreed ways of working.


9.4 Understand the importance of early detection of mental health conditions, dementia and learning disabilities

9.4a. Explain why early detection of mental health needs, dementia or learning disability is important


9.4b. Give examples of how and why adjustments to care and support might need to be made when a mental health condition, dementia or learning disability is identified.


9.5 Understand legal frameworks, policy and guidelines relating to mental health

9.5a List the main requirements of legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with mental health conditions, dementia or learning disabilities



conditions, dementia and learning disabilities

9.5b Explain how the legislation and policies listed may affect the day to day experiences of individuals with mental health needs, dementia or learning disabilities and their families





Assessment

9.6 Understand the meaning of mental capacity in relation to how care is provided.

9.6a Explain what is meant by the term “capacity”.


9.6b. Explain why it is important to assume that someone has capacity unless there is evidence that they do not


9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken.


9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care.



Standard 9: Awareness of mental health, dementia and learning disability Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Standard 10: Safeguarding Adults Standard 10: Safeguarding Adults The HCSW/ ASCW will:


Assessment

10.1 Understand the principles of Safeguarding adults

10.1a Explain the term safeguarding adults


10.1b Explain their own role and responsibilities in safeguarding individuals


10.1c List the main types of abuse


10.1d Describe what constitutes harm


10.1e Explain why an individual may be vulnerable to harm or abuse


10.1f Describe what constitutes restrictive practices




10.1g List the possible indicators of abuse




Assessment

10.1h Describe the nature and scope of harm to and abuse of adults at risk


10.1i List a range of factors which have featured in adult abuse and neglect


10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services


10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse


10.2 Reduce the likelihood of abuse

10.2a Describe how care environments can promote or undermine people’s dignity and rights



written e.g. in a workbook/ portfolio

10.2b Explain the importance of individualised, person centred care


10.2c Explain how to apply the basic principles of helping people to keep themselves safe





Assessment

10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s policies and procedures


10.2e List ways in which the

likelihood of abuse can be reduced by managing risk and focusing on prevention


10.2f Explain how a clear complaints procedure reduces the likelihood of abuse


10.3 Respond to suspected or disclosed abuse

10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures


10.4 Protect people from harm and abuse – locally and nationally

10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults


10.4b Explain the importance of sharing information with the relevant agencies


10.4c Describe the actions to take if they experience barriers in



alerting or referring to relevant agencies



Standard 10: Safeguarding Adults Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.



Where e-learning appropriate to this Standard has been used it must have associated assessment. The outcome of this assessment can be used as evidence toward the achievement of the Standard. 10.1i requires the HCSW/ ASCW to provide performance evidence. Evidence for this can be cross referenced from other Standards where the evidence is not produced directly against this Standard.


Standard 11: Safeguarding Children Standard 11 Safeguarding Children The HCSW/ ASCW will:

To meet this standard the HCSW/ ASCW will: Assessment

11.1 Safeguard children

If they work in health: Meet the national minimum training standards for Safeguarding Children at Level 1 as set out in “Safeguarding Children and Young people: roles and competences for health care staff.” (Intercollegiate Royal College of Paediatrics and Child Health 2014). If they work in Social Care: Explain what they must do if they suspect a child, young person (met in any circumstances) is being abused or neglected.

You will help your learner to decide which standards they need to meet for their role. You will let them know how they will be assessed. You will record your assessment decision on the documentation used in your workplace.

Standard 11: Safeguarding Children Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Standard 12: Basic Life Support Standard 12: Basic Life Support The HCSW/ ASCW will:


Assessment

12.1 Be able to provide basic life support Standard 11 - Basic Life Support Outcome: The learner is able to carry out basic life support

Be able to carry out basic life support. Complete practical Basic Life Support Training that meets the UK Resuscitation Council guidelines. If they work with Adults in health and

social care they will undertake training in adult basic life support.

If they work with Paediatric patients in health they will undertake training in paediatric basic life support.

If they work with Newborn patients in health they will undertake training in newborn life support.

Guidance: Resuscitation Council 2010

Resuscitation Guidelines Cardiopulmonary Resuscitation –

Standards for clinical practice and training Joint Statement

You will help your learner to decide which standards they need to meet for their role. You will let them know how they will be assessed. You will record your assessment decision on the documentation used in your workplace.

Standard 12: Basic Life Support Notes on assessment: Simulation is permissible.


Standard 13: Health and safety Standard 13: Health and safety The HCSW/ ASCW will:


Assessment

13.1 Understand their own responsibilities, and the responsibilities of others, relating to health and safety in the work setting

13.1a List legislation relating to general health and safety in a health or social care work setting


13.1b Describe the main points of the health and safety policies and procedures agreed with the employer


13.1c Outline the main health and safety responsibilities of: self the employer or manager others in the work setting


13.1d List tasks relating to health and safety that should not be carried out without special training


13.1e Explain how to access additional support and information relating to health and safety


13.1f Describe different types of accidents and sudden illness that may occur in their own work setting



written e.g. in a workbook/ portfolio 13.2 Understand Risk Assessment

13.2a Explain why it is important to assess the health and safety risks posed by particular work settings, situations or activities





Assessment

13.2b Describe how and when to report health and safety risks that they have identified


13.3 Move and assist safely

13.3a Identify key pieces of legislation that relate to moving and assisting


13.3b List tasks relating to moving and assisting that they are not allowed to carry out until they are competent


13.3c Demonstrate how to move and assist people and objects safely, maintaining the individual’s dignity, and in line with legislation and agreed ways of working


13.4 Understand procedures for responding to accidents and sudden illness

13.4a List the different types of accidents and sudden illness that may occur in the course of their work


13.4b Describe the procedures to be followed if an accident or sudden illness should occur


13.4c List the emergency first aid actions they are and are not



allowed to carry out Evidence to meet this criteria can be provided through: 1:1 discussion as part of a group exercise written e.g. in a workbook/ portfolio

13.5 Understand medication and healthcare tasks

13.5a Describe the agreed ways of working in relation to medication




Assessment

13.5b Describe the agreed ways of working in relation to healthcare tasks


13.5c List the tasks relating to medication and health care procedures that they are not allowed to carry out until they are competent


13.6 Handle hazardous substances

13.6a Describe the hazardous substances in their workplace


13.6b Demonstrate safe practices for storing, using and disposing of hazardous substances


13.7 Promote fire safety

13.7a Explain how to prevent fires from starting or spreading




13.7b Describe what to do in the event of a fire


13.8 Work securely

13.8a Describe the measures that are designed to protect their own security at work, and the security of those they support


13.8b Explain the agreed ways of working for checking the identity of anyone requesting access to premises or information




Assessment

13.9 Manage stress

13.9a List common signs and indicators of stress in themselves and others


13.9b Identify circumstances that tend to trigger stress in themselves and others


13.9c List ways to manage stress The assessment can be undertaken on a 1:1

with the HCSW/ ASCW or as group work. Evidence to meet this criteria can be provided through:



Standard 13: Health and Safety Notes on assessment:

The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.



Where e-learning appropriate to this Standard has been used it must have associated assessment. The outcome of this assessment can be used as evidence toward the achievement of the Standard. 13.3c requires the HCSW/ ASCW to provide performance evidence. However, some HCSW/ASCW may not be employed in settings where moving and handling of individuals is required. Other evidence to show that the HCSW/ ASCW would be able to do this such as role play or simulation is permissible.


Standard 14: Handling Information Standard 14: Handling Information The HCSW/ ASCW will:


Assessment

14.1 Handle information

14.1a Describe the agreed ways of working and legislation regarding the recording, storing and sharing of information


14.1b Explain why it is important to have secure systems for recording, storing and sharing information


14.1c Demonstrate how to keep records that are up to date, complete, accurate and legible


14.1d Explain how, and to whom, to report if they become aware that agreed ways of working have not been followed



Standard 14: Handling Information Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Standard 15: Infection prevention and control Standard 15: Infection prevention and control The HCSW/ ASCW will:


Assessment

15.1 Prevent the spread of infection

15.1a Describe the main ways an infection can get into the body


15.1b Demonstrate effective hand hygiene


15.1c Explain how their own health or hygiene might pose a risk to the individuals they support or work with


15.1d List common types of personal protective clothing, equipment and procedures and how and when to use them


15.1e Explain the principles of safe handling of infected or soiled linen and clinical waste



Standard 15: Infection prevention and control Notes on assessment: The assessment of knowledge required within this Standard can be undertaken on a 1:1 with the HCSW/ ASCW or as group work.





Appendix 1 National Occupational Standard LSILADD09 Assess learner achievement






Glossary of terms ABUSE: Abuse may be physical, sexual, emotional or psychological. It may be related to a person’s age, race, gender, sexuality, culture or religion and may be financial, institutional in nature. It includes both self-neglect and neglect by others. ACTIVE PARTICIPATION: Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible. The individual is regarded as an active partner in their own care or support, rather than as a passive recipient. Ways to support active participation may include assistive technology, for example use of electronic or other devices. Adult Social Care Workers should refer to Common Core Principles to Support Self Care, principle 6 (www.skillsforcare.org.uk/selfcare). Healthcare Support Workers should refer to the Essence of Care Department of Health Publication (2010). ADVICE AND SUPPORT: Advice and support can come from within or outside of your organisation and may include raising any concerns you may have. AGREED WAYS OF WORKING: This refers to company policies and procedures. This includes those less formally documented by individual employers and the self-employed or formal policies such as the Dignity Code, Essence of Care and Compassion in Practice. AT WORK: The definition of ‘at work’ may include within the home of the individual you are supporting. BARRIERS: These can include barriers of culture, gender, religion, language, literacy, health issues, disability, sensory or physical impairment. CARE AND SUPPORT: Care and support enables people to do the everyday things like getting out of bed, dressed and into work; cooking meals; seeing friends; caring for our families; and being part of our communities. It might include emotional support at a time of difficulty or stress, or helping people who are caring for a family member or friend. It can mean support from community groups or networks: for example, giving others a lift to a social event. It might also include state-funded support, such as information and advice, support for carers, housing support, disability benefits and adult social care. CLINICAL WASTE: This includes ‘sharps’, such as needles, bodily fluids and used dressings.

COMMUNICATION: This includes verbal and non-verbal communication such as signs, symbols, pictures, writing, objects of reference, human and technical aids, eye contact, body language and touch. Communication may take place face to face, by telephone, email, text, via social networks, written reports and letters. CONTINUING PROFESSIONAL DEVELOPMENT: This is the way in which a worker continues to learn and develop throughout their careers, keeping their skills and knowledge up to date and ensuring they can work safely and effectively. DILEMMA: A difficult situation or problem. DIVERSITY: celebrating differences and valuing everyone. Diversity encompasses visible and non-visible individual differences and is about respecting those differences. DUTY OF CARE: Your duty of care means that you must aim to provide high quality care to the best of your ability and say if there are any reasons why you may be unable to do so. EQUALITY: being equal in status, rights, and opportunities. FUNCTIONAL LEVEL: The essential elements of literacy, numeracy and communication skills you need to perform your work confidently and effectively. HANDLING COMMENTS AND COMPLAINTS: This includes recording them. HARM: Harm includes ill treatment (including sexual abuse, exploitation and forms of ill treatment which are not physical); the impairment of health (physical or mental) or development (physical, intellectual, emotional, social or behavioural); self-harm and neglect; unlawful conduct which adversely affects a person’s property, rights or interests (for example, financial abuse). HEALTH AND SAFETY: This could be in relation to the safety of yourself, your colleagues or the people you support. HEALTHCARE TASKS: These include any clinical procedures carried out as part of a care or support plan, for example those relating to stoma care, catheter or injections. INCLUSION: ensuring that people are treated equally and fairly and are included as part of society.

http://(www.skillsforcare.org.uk/selfcare).


INDIVIDUAL: This refers to any adult, child or young person accessing care or support; it will usually mean the person or people supported by the worker. INDUCTION: This is the initial introduction to work that employees receive. The length of induction is determined by local employers and will vary in length and delivery. KEY PEOPLE: The people who are important to an individual and who can make a difference to his or her wellbeing. Key people may include family, friends, carers and others with whom the individual has a supportive relationship. LEGISLATION: Important legislation includes the Data Protection Act, the Human Rights Act and the Mental Capacity Act. MANAGING RISK: Supporting individuals to exercise their choices and rights, recognising the balance between managing risk and enabling independence, choice and control. MOVING AND ASSISTING: This is often referred to as ‘moving and handling’ in health and ‘moving and positioning’ in social care. NEEDS: Assessed needs can include a variety of physical, mental health, emotional, social, spiritual, communication, learning, support or care needs. OTHERS: For example, your own colleagues and other professionals across health and social care. PERSONAL DEVELOPMENT PLAN: Yours may have a different name, but it will record information such as agreed objectives for development, proposed activities to meet those objectives and timescales for review. PERSON-CENTRED VALUES: These include individuality, independence, privacy, partnership, choice, dignity, respect and rights. REFLECT: This is the process of thinking about every aspect of your work, including identifying how and where it could be improved. REPORTING: This includes the recording of adverse events, incidents, confrontations, errors and issues. SECURE SYSTEMS: This includes both manual and electronic systems.

SELF-CARE: This refers to the practices undertaken by people towards maintaining health and wellbeing and managing their own care needs. It has been defined as: “the actions people take for themselves, their children and their families to stay fit and maintain good physical and mental health; meet social and psychological needs; prevent illness or accidents; care for minor ailments and long-term conditions; and maintain health and wellbeing after an acute illness or discharge from hospital.” (Self care – A real choice: Self care support – A practical option, published by Department of Health, 2005). SERVICES: Services may include translation, interpreting, speech and language therapy and advocacy services. SOURCES OF SUPPORT: These may include formal or informal support, supervision and appraisal. STANDARDS: These may include codes of conduct and practice, regulations, registration requirement (quality standards), National Occupational Standards and the Human Rights Act. STRESS: While stress can have positive as well as negative effects, but in this document the word is used to refer to negative stress. WELLBEING: A person’s wellbeing may include their sense of hope, confidence and self-esteem, their ability to communicate their wants and needs, to make contact with others, to show warmth and affection, and to experience and show pleasure or enjoyment. WHISTLEBLOWING: Whistleblowing is when a worker reports suspected wrongdoing at work. Officially this is called ‘making a disclosure in the public interest’ and may sometimes be referred to as ‘escalating concerns.’ You must report things that you feel are not right, are illegal or if anyone at work is neglecting their duties. This includes when someone’s health and safety is in danger; damage to the environment; a criminal offence; that the company is not obeying the law (like not having the right insurance); or covering up wrongdoing.

Documents

The Care Certificate Framework - Skills for · PDF filerequired to meet the outcomes of the Care Certificate Framework and ensuring that there is a record of the assessment decisions